By Mark Tallman
“It isn't about just doing your best on the test or teaching to the test, but rather what is on that test. It tells us about mastery of grade-level standards and mastering grade-level standards is what prepares students for that next level.” - Independence Director of Learning Services Kellie Puderbaugh.
With about 2,000 students, Independence USD 446 is one of the largest districts in the southeast corner of Kansas. It also had a large percentage of high need students. Students from low-income families combined with students with disabilities averages nearly 80 percent, about 20 percent higher than comparable districts.
Compared to districts with similar demographics, Independence is achieving higher results. School leaders credit that performance to clear goals, a sharp focus on improving measures of student success, and adding more people and programs to support students and teachers.
On the 2022 state reading and math assessments, Independence students scored almost 10 percent higher than expected based on district size and student needs. They achieved the second-highest scores in Kansas among districts in the 1,600 to 10,000 range.
Their postsecondary success rate was almost 11 percent higher than predicted. This measure looks at percentages of graduates earning industry certifications, technical certificates and academic degrees, or who are enrolled in a postsecondary program within two years of graduation.
I met with Independence leaders to talk about how the district is getting higher-than-expected results. The first thing they cited was a tradition of striving for improvement and innovation. Superintendent Jason McAfee said that although the district was not formally part of the State Board of Education’s school redesign process, it adopted many of the program’s ideas. Kellie Puderbaugh noted that the district has been a part of a voluntary school accreditation system for 100 years and uses that system to promote school improvement. She also praised the dedication of teachers, support staff, and administrators. “We don’t have building principals,” she said. “We have building instructional leadership.”
Recent success has been driven by specific goals and strategies according to the Independence leaders. Some years ago Independence launched proficiency initiatives in English Language Arts and math. This includes multiple assessments to monitor how well students are doing in these subjects, providing extra time for individualized student attention, hiring additional reading teachers at all levels, and strengthening curriculum materials.
District leaders credit Independence’s postsecondary success rate to trying to give students solid preparation for success in both traditional four-year college and career options. “It used to be all the focus was on college ready,” said Independence High School Principal Kurt Seiler. “Now we understand that not everybody's going to college. We wanted to really focus on both the kids going the college route and the kids going the career route, and how we can be intentional so they're successful in whatever path they choose.”
To further ensure students are prepared for success after graduation, Independence High School has adopted an ambitious goal for 2027. The goal calls for at least 80 percent of graduates to attain one of the following five distinctions in addition to course requirements:
Work-Based Learning – Completing two semesters of an internship or other on-the-job experience.
Board of Regents Certification – Completing designated college preparatory courses.
CTE Completers – Completing a specific number and type of credits in a Career and Technical Education pathway and earning a certification or passing a third-party assessment.
College Credit – Earning at least twelve hours of college credit in high school.
AP Credit – Earning at least two Advanced Placement course credits.
Currently, 61 percent of IHS graduates earn at least one of these distinctions.
Independence is also working to increase its graduation rate from the current 82 percent to 90 percent by 2027. Action steps include a simulation event to expose students to the impact of graduation on future earnings, weekly grade check-ins, revised homework expectations, and a student intervention team.
The district has also set a goal of increasing both student and staff attendance rates to 95 percent by 2027 through incentives, competitions, school-to-home communications, and activity participation policies.
They have also worked to expand early childhood education, increase student mental health services, and encourage students to be more engaged with the community, all State Board of Education’s “Kansans Can” goals.
“The whole focus on these types of things begins with the idea that our real success isn't what our students do here,” said Superintendent McAfee. “It's what they do, and how well we prepared them for what they do after they leave us.”
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